| Title: |
The Perception Problem: A Comparison of Teachers' Self-Perceptions and Students' Perceptions of Instructional Quality |
| Language: |
English |
| Authors: |
Wisniewski, Benedikt (ORCID 0000-0002-1088-3682); Röhl, Sebastian; Fauth, Benjamin |
| Source: |
Learning Environments Research. Oct 2022 25(3):775-802. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
28 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Foreign Countries; Instructional Effectiveness; Self Concept; Student Attitudes; Perception; Middle Schools; Secondary Schools; Gender Differences; Teacher Attitudes |
| Geographic Terms: |
Germany (Berlin) |
| DOI: |
10.1007/s10984-021-09397-4 |
| ISSN: |
1387-1579; 1573-1855 |
| Abstract: |
Teachers' self-perceptions and their students' perceptions of the three basic dimensions of instructional quality were compared based on a sample of 171 classes and their teachers in German secondary education. Low to moderate correlations (r = 0.35 to 0.50) were found between the two perspectives. Differences in perceptions vary across teachers based on favorable and less favorable students' assessments. Results from latent profile analyses based on perception combinations of teachers and their classes hint at four differential profiles, reflecting to a large extent patterns of under- and overestimation of people's own competence identified in previous research. Significant differences in gender among individuals assigned to the four profiles could be found. Implications of identifying the divergence between teachers' and students' perceptions of instructional quality for reflective practice are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1349213 |
| Database: |
ERIC |